few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Topic options: 
A. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
D. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.


Thought: This set of problems involves performing operations, specifically multiplication, on multi-digit whole numbers in base ten.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_000674

5
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Activity
The purpose of this activity is for students to make connections between different representations of functions and start transitioning from input-output diagrams to other representations of functions. Students match input-output diagrams to descriptions and come up with equations for each of those matches. Students then calculate an output given a specific input and determine the independent and dependent variables.
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time and time to share their responses with their partner and come to agreement on their answers. Follow with whole-class discussion.
Student Facing
Record your answers to these questions in the table provided.
Match each of these descriptions with a diagram:
the circumference,
\(C\)
, of a circle with
radius
,
\(r\)
the distance in miles,
\(d\)
, that you would travel in
\(t\)
hours if you drive at 60 miles per hour
the output when you triple the input and subtract 4
the volume of a cube,
\(v\)
given its edge length,
\(s\)
Write an equation for each description that expresses the output as a function of the input.
Find the output when the input is 5 for each equation.
Name the
independent
and
dependent variables
of each equation.
[IMG]
|              description               | a | b | c | d |
|----------------------------------------|---|---|---|---|
|                diagram                 |   |   |   |   |
|                equation                |   |   |   |   |
| input = 5                   output = ? |   |   |   |   |
| independent                   variable |   |   |   |   |
|  dependent                   variable  |   |   |   |   |
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Choose a 3-digit number as an input.
Apply the following rule to it, one step at a time:
Multiply your number by 7.
Add one to the result.
Multiply the result by 11.
Subtract 5 from the result.
Multiply the result by 13
Subtract 78 from the result to get the output.
Can you describe a simpler way to describe this rule? Why does this work?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
The goal of this discussion is for students to describe the connections they see between the different entries for the 4 descriptions. Display the table for all to see and select different groups to share the answers for a column in the table. As groups share their answers, ask:
“How did you know that this diagram matched with this description?” (We remembered the formula for the circumference of a circle, so we knew description A went with diagram D.)
“Where in the equation do you see the rule that is in the diagram?” (The equation is the dependent variable set equal to the rule describing what happens to the independent variable in the diagram.)
“Explain why you chose those quantities for your independent and dependent variables." (We know the independent variable is the input and the dependent variable is the output, so we matched them up with the input and output shown in the diagram.)
Speaking: MLR8 Discussion Supports.
As students describe the connections they noticed in the table across from the different entries for the four descriptors, revoice student ideas to demonstrate mathematical language use. In addition, press for details in students’ explanations by requesting that students challenge an idea, elaborate on an idea, or give an example. This will help students to produce and make sense of the language needed to communicate their own ideas about functions and independent and dependent variables.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 5